Students aren’t waiting for their schools to introduce them to generative artificial intelligence, according to a new report. And their natural attraction to technology offers insight to companies developing AI tools for the K-12 space.
Most teens – seven in 10 – say they have tried at least one type of AI tool, according to a report based on a survey by Common Sense Mediaan organization that advocates for child-friendly media policies and laws. Yet a similar number say their school either has no rules regarding generative AI or is unaware of such guidelines.
The report, based on a nationally representative survey of more than 1,000 parents and 1,000 teens ages 13 to 18 conducted in March and April, offers insight into where and how students explored independently emerging technology.
It also highlights the impact that conversations about AI between educators, students and parents – or lack thereof – can have on how technology is viewed and used.
The K-12 industry has been placed at the center of national debates about how emergency technology should or should not be used. These discussions were driven both by the risk of cheating on schoolwork and by the opportunities for AI to improve learning practices.
“Schools have been the real point of interaction and one of the real places where we see friction emerging around AI,” said Amanda Lenhart, head of research for Common Sense Media. Educators were “immediately thrown into the middle.”
For companies considering, or already committed to, investing millions of dollars in AI capabilities, building teacher confidence and understanding of AI will likely be critical.
Here are three key points from the Common Sense Media AI report that vendors should know:
1. Text-based AI tools are the most popular
Among teens who have tried generative AI, most are drawn to search engines and chatbots, the survey found.
More than half of teens say they have used an AI-powered search engine (56%) or chatbot (51%). This makes these two text-based tools more popular than image or video generators, which were used by 34% and 22% of teens, respectively.
Search engines are also the most frequently used AI tools, teens say. One in five respondents say they use an AI-powered search engine on a daily basis, compared to 11% who say the same about chatbots.
2. Parents are not on the same page
Despite this widespread use, many parents remain in the dark about their teens’ interaction with technology.
A large proportion of those interviewed were parents and adolescents living in the same household.
Among teens who report using at least one AI tool, only 37% of their parents correctly reported that their child had tried AI in the survey. A quarter said their child had not done so.
One explanation is that some AI integrations aren’t obvious, Lenhart said, so parents may not realize a student is using the technology. But it’s probably also because teenagers, parents and teachers aren’t talking about AI.
“None of them can communicate effectively about what’s going on,” she said.
3. Teenagers love using AI for homework help
When asked why they use generative AI, the top answer among teens is homework help, according to the survey.
More than half, or 53%, use it to help with homework. And 40% say they have used it to help them with their schoolwork.
Among those who used AI to help them with their homework, they were divided on whether or not they had permission from their teachers before doing so. About 41 percent said yes, while 46 percent said no. And 12 percent didn’t know if they had permission.
Most of the help AI provides is for productive activities, not cheating, Lenhart said. The support students receive could take the form of translating texts from one language to another or synthesizing information from different sources.
4. Fact-checking starts with conversations about AI
According to the survey, the majority of teenagers and parents recognize that AI can provide them with inaccurate information. But only about half of students who used AI for schoolwork, or 49 percent, also took the time to consult other sources to verify the accuracy of AI results.
According to the survey, several factors encourage this type of fact-checking. One is the age of the student. Older adolescents were more likely to have consulted other sources.
Another is to have conversations about AI in the classroom. The report found that teens who completed classroom activities focused on generative AI were more likely to report consulting other sources to verify accuracy (55%) than those who did not (43 %).
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These class discussions also lead students to have more nuanced views about AI, Lenhart said.
Survey shows teens who took an AI course at school were more likely to think the technology could have a positive effect on their learning and change the type of job they plan to do .
Yet having access to these lessons has also made teens more aware that AI can collect their personal information, among other considerations.
Educational companies have a role to play in encouraging some of these discussions, Lenhart said. Where possible, she said they should offer teachers ways to help students become more savvy consumers of AI. Vendors could, for example, offer training for educators and even scripts on how to talk about AI.
“Right now, what everyone wants is more counseling and education,” she said. “The way the companies that provide these tools can explain them, in simple language… is really beneficial.”
